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Dr.ElizabethMontaoUniversityofIllinoisatChicagoOctober26,2012

*AdaptedfromWalqui&vanLier(2010)ScaffoldingtheAcademicSuccessofAdolescentEnglishLanguageLearners:APedagogyofPromise

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EnglishLanguageLearnermyself UCBerkeleysMulticulturalUrbanSecondaryEnglishprogram(MAthesisonbiliteracy)

11yearsofclassroomexperienceinaK-8setting(about75%ELL)

AttendingandFacilitatingTrainingforTeachersofELLs

ResearchwiththeUCLATranslationProject(linguisticrepertoiresinaHumanitiesclassroom)

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TeachingteachershaschallengedmetomodelbestpracticesasIteach

Teachingundergraduateshaschallengedmetostillteachhighlevelsofanalysiswithrigoroustexts

TeachercandidatesneedtobepreparedtoteachallEnglishLanguageLearnersinallcontentareasandwithhighlevelsofrigor

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PREPARINGLEARNERS 3stepinterview AnticipatoryGuideINTERACTINGWITHTEXTS JigsawText ReadingwithInteractiveBookmarks Sharemainideainhomegroups ReturntoAnticipatoryGuideEXTENDINGUNDERSTANDING MindMirrorCollaborativePoster Planningyourownlesson

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Activatepriorknowledge Previewconceptstobedeveloped Introducevocabularyincontext

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OBJECTIVES: Topromotelinguistic,conceptualandacademicdevelopment

Eachstudentrequests,provides,andreportsinformation.

PartnerAshareswithPartnerB ThenPartnerAreportswhatPartnerBreportedandviceversa

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Talkaboutatimewhenyouassigned

areadingandyourstudentsdidnotgetthebigideaspresentedinthe

article.Howdidyoufeel?Whatdidyoudo?

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OBJECTIVE: Enablesstudentstouselanguagethatmaybebeyondtheirindividual

ability

Designedtostartstudentsthinkingaboutsomeofthekeyideasthatwillbeexploredinatext

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AGREEDISAGREE

1. BecauseIamteachingteachers,Ishouldassigntextsthatarereaderandteacherfriendly.

2. Astheinstructor,Iamresponsibleforbuildingscaffoldsintoallofmylessonplans.3. Iworrythatprovidingtoomanyscaffoldscreatesaclassofstudentswholackindependentcriticalthinkingskills.

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1. Ifonlyweintegratedallschools(mixedraceandsocio-economicstatus),educationwouldbemoreequalforall.

2. Itwouldbeidealiftheteachersracial/ethnicmake-upmatchedthatofher/hisstudents.3. Ifwekeepseeingraceandclassasissuesineducation,wearecontinuingtoperpetuatedeficitthinkingaboutgroupsintheminority.

4. Teachersaresolelyresponsibleforcreatingenvironmentswhereallstudentscanlearn,despitetheconditionsinschoolsandinsociety.

5. Ifteacherssimplystudiedthevariouscultureoftheirstudents,theywouldcreatemoreresponsivelearningenvironments.

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Deconstructtext,focusonunderstandingofachunk

Reconnectchunktowholetext Establishconnectionsbetweenideaswithintext

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OBJECTIVES: Studentsdeconstructarigoroustext,focusononechunk,analyzeit,

andgettounderstand

itwell Studentsallsharenewlygainedknowledge

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Meetwithyourexpertgroupsandreadyourchunkedsectionwithyourgroup

Besurestopevery1-2paragraphstoclarify(usethebookmark)

Asagroup,writeonesentencethatsummarizesyoursection:Inthissection,theauthorclaimsthat_______

Returntoyourbasegroupsanddoaroundrobinsharingyoursummarysentence

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Intro(p.159-160)andConc.(p.177-178)

LearningfromaSCpers.(p.160-163)Scaffolding(p.163-165)Features-Scaffoldedvs.IRF(p165-167)

Beyondexpert-novice(p.167-169)ScaffoldingforELL(p.169-170)

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OBJECTIVES: Takingastancebased

onunderstandingofthereading

Providingevidenceforthatstance

Anotheropportunitytouselanguage

Istillagreewithstatementone

because____________. Inowdisagreewithstatementtwobecause

___. Imstillunsureaboutstatementthree

because______.

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FrameworkforteachingreadingtoELLsinsecondarysettings

ScaffoldingissynonymouswithSocioculturaltheory(Vygotsky)specificallyZPD

Brunerdevelopedtheideaofset-upandpeekaboo

3levelsofscaffolding:plannedcurriculumovertime,proceduresinoneactivity,collaboration

andinteraction VanLierdescribes6centralfeatures

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Connectideaslearnedtootherideasoutsidethetext

Applynewlygainedknowledgetonovelsituationsorproblem-solving

Createorrecreatebasedonnewunderstandings

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OBJECTIVES: Synthesizeandrepresenttheirunderstandingofthe

texts

Keepeachstudentaccountablefortheir

thinking

Eachpersontakesadifferentcolormarker

Createaposter(together)representingyourthoughtsonthereading.Capturethe

mainideasofthetexts:

2quotes 2vocabterms 2visuals 2teachingstrategies

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ChunkingTexts

ProvideStudentswithHeadings

andGuiding

Questionstobreakupa

challengingtext

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ProblemSolutionChart

Whilereadingatextthatofferedaproblem/solutionstructure,Iaskedss

tochartproblem/solutions.

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End activity:

Students should collect their thoughts about the course, thereading, the debate, and their own beliefs in order to complete the

activity. The face is used for thoughts of the topic, the body is forpersonal feelings of the topic and the arms and legs are for actions

you plan to carry out as future teachers!

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ChunkingTexts-addheadingandkeyquestiontoguidestudentreading

Vocabularyactivitiesandgames

Visualstopreparelearners-gallerywalkswithquotesorpictures,millingtomusic,etc.

DialecticalJournals,Literaturecircles,orSqueezeactivitytointeractwithtext

SocraticSeminarsorphilosophicalchairstoextendtheactivity

Othersuggestions?

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Usetherigoroustextthatyoubroughtwithyoutocreatea3momentslessonthatwould

helpallstudents: engagewiththetext interactwiththetext,and extendtheirunderstanding

Bereadytosharewiththegroup!